We found 138 results that contain "univeristy teaching"
Posted on: MSU Online & Remote...
Accessibility Considerations in Remote Teaching
This is a collection of all remote teaching articles that relate directly to considerations, best practices, and/or tools to support accessible digital content in remote teaching.
Posted on: Online Faculty Peer...
Introductory Resources for Teaching Online
The articles that constitute this playlist were pulled together as a very BASIC overview of considerations for online instruction. If you're interested in more articles like the ones here, please visit the "MSU Remote Teaching" group (where there are additional posts, articles, and playlists)!
PEDAGOGICAL DESIGN
Posted on: MSU Extension
DEI in Teaching & Facilitating
Embracing diversity, equity and inclusion while developing and delivering programming and educational materials.
NAVIGATING CONTEXT
Posted on: MSU Extension
Teaching Adults
Applying best practices and adult learning theory to program design and delivery.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Best Teaching Practices
This is for best teaching practices
PEDAGOGICAL DESIGN
Posted on: PREP Matrix
Using Your Teaching Skills
This playlist begins with MSU’s code of teaching responsibility, moves into MSU-specific pedagogy development resources (including fellowships and certifications), and ends with resources related to teaching with technology
DISCIPLINARY CONTENT
Posted on: MSU Online & Remote...
Implementation of Remote Teaching
To implement your new plans and modifications, your considerations should be given to six key focus areas: Communication, Assessment, Assignments and Activities, Lecture, Participation & Engagement, and Library Resources. Content on each of these areas can be found in this playlist.
PEDAGOGICAL DESIGN
Posted on: PREP Matrix
Getting Ready to Teach: Resources for Teaching Assistants
This list of resources provides strategies and issues to consider for teaching assistants who are be preparing to teach for the first time.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Teaching Philosophy
This resource explains important considerations related to the teaching philosophy statement, including the purpose of these documents, timelines of composition, and sample statements.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Teaching Portfolio Resources
The University of Saskatchewan provides important tips and resources to guide graduate students through the composition of a teaching portfolio.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Blended Teaching Workshop
The Blended Teaching Workshop is hosted on D2L and is available at any time...
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
Posted by: Breana Yaklin
Pedagogical Design
Posted on: MSU Online & Remote...
Assessment in Remote Teaching
Offering assessments in a remote setting will require some planning. For remote delivery, the primary concern should be assessing how well students have achieved the key learning objectives and determining what objectives are still unmet. It may be necessary to modify the nature of the assessment to allow for the more limited affordances of the remote environment.
Posted by: Makena Neal
Assessing Learning
Posted on: MSU Online & Remote...
Planning for Remote Teaching
It’s essential to plan for course adjustments and communication in order to ensure a smooth transition into the remote learning space.
Adjust your expectations for students: You may need to adjust some of your expectations for students, including participation, engagement, grading, and deadlines. As you think through these changes, keep in mind the effect that a campus disruption may have on students’ ability to meet those expectations. Students may encounter additional barriers, which you should be mindful of. These include illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
Some students rely on MSU’s infrastructure for internet access. Should access to campus be restricted it is possible that some students may have limited internet connectivity or be reliant on cellular networks for their internet access.
Develop a communication plan: It’s important that you develop a robust communication plan. Clarify your modified expectations and course elements and communicate them to students. Tell students how they can contact you (email, online office hours, Microsoft Teams, etc.), and how soon they can expect a reply from you. Consider using the D2L announcements and discussion board tools to push out course-level communications.
Consider realistic goals for continuing instruction: Be realistic about what can and can not be accomplished in a remote environment. Refocus the course goals on realistically attainable objectives. Clarify what your expectations are for students’ efforts with regard to reading and homework. Be clear with students what you expect of them with regard to participation and online discussion.
Adjust your syllabus as needed: Clarify what policies (attendance, participation, grading, schedule) will need to be altered for the duration of the remote delivery. Provide as much detail as possible about changes. Do not expect students to participate in synchronous sessions at a time other than the normal course time.
Adjust your expectations for students: You may need to adjust some of your expectations for students, including participation, engagement, grading, and deadlines. As you think through these changes, keep in mind the effect that a campus disruption may have on students’ ability to meet those expectations. Students may encounter additional barriers, which you should be mindful of. These include illness, lacking power or internet connections, or needing to care for family members. Be ready to handle requests for extensions or accommodations equitably.
Some students rely on MSU’s infrastructure for internet access. Should access to campus be restricted it is possible that some students may have limited internet connectivity or be reliant on cellular networks for their internet access.
Develop a communication plan: It’s important that you develop a robust communication plan. Clarify your modified expectations and course elements and communicate them to students. Tell students how they can contact you (email, online office hours, Microsoft Teams, etc.), and how soon they can expect a reply from you. Consider using the D2L announcements and discussion board tools to push out course-level communications.
Consider realistic goals for continuing instruction: Be realistic about what can and can not be accomplished in a remote environment. Refocus the course goals on realistically attainable objectives. Clarify what your expectations are for students’ efforts with regard to reading and homework. Be clear with students what you expect of them with regard to participation and online discussion.
Adjust your syllabus as needed: Clarify what policies (attendance, participation, grading, schedule) will need to be altered for the duration of the remote delivery. Provide as much detail as possible about changes. Do not expect students to participate in synchronous sessions at a time other than the normal course time.
Posted by: Makena Neal
Pedagogical Design
Posted on: New Technologies
Teaching with Teams
I will admit. When I came across Microsoft Teams, I wasn't much of a fan. However through the course of a global pandemic, I was able to give it a closer look; and I like it. One of the biggest advantages is how well it integrates into the whole Microsoft Office365 product suite. So many of you have reached out to me and asked, "Can I use this for my class?". Well you can, or at least people do. Since teams wasn't designed for the educational context, some of the user experience isn't very elegant. However, using Teams in an educational context can provide a ton of fucntionality that can help make your learning experience engaging and interactive.
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Here are some reasons why you may want to consider Teams for learning:
Shared file space: Each Team has it's own shared file storage tab, which makes it easy to find shared files.
Private groups: Within a Team, private groups can be created where sub-teams can communicate apart from the larger group.
Multiple Channels: Discussion thread can utilized to create focused discussions. Each Channel will have it's own File storage or the ability to integrate other Microsoft apps into the functionality.
Persistent messaging - After Teams Meetings, messaging from the chat remains in the chat. So you don't have to worry about exporting the chat transcript
Teams Meetings: From an Outlook Meeting Invite, you can setup a Teams Meeting by simply clicking on a button. No need to go to an external application and copy and paste a link. Teams also has a some nice features like blurred backgrounds and very swanky minimalist apartment backgrounds for your remote meetings.
These are just a few highlights of the application. For a more detailed review, check out the following tutorial:
Authored by: Rashad Muhammad
Posted on: MSU Online & Remote...
Remote Teaching Assignments and Activities
In-class activities and assignments can be facilitated by a variety of the tools provided at MSU. Instructions for assignments and activities can be provided most easily in text format (email, D2L file, Word document, etc.). Consider using the D2L Assignment Tool as it will collect and store individual submissions and allow students to see that they submitted the assignment.
Posted by: Makena Neal
Pedagogical Design
Posted on: PREP Matrix
Developing Teaching Skills - Next Steps
What's next to learn? If you're interested in learning more about teaching, try the "Using Your Teaching Skills" playlist.
If you're interested in more resources about planning for and developing professional skills, try the "Ethical Research Training" playlist or the "Setting Expectations" playlist.
If you want to consider a totally different facet of grad life, try the "Financial Planning" playlist or the "Choosing an Advisor" playlist.
If you're interested in more resources about planning for and developing professional skills, try the "Ethical Research Training" playlist or the "Setting Expectations" playlist.
If you want to consider a totally different facet of grad life, try the "Financial Planning" playlist or the "Choosing an Advisor" playlist.
Posted by: Jessica Kane
Navigating Context
Posted on: MSU Online & Remote...
Remote Teaching with Lectures
Lecture
Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. This will allow you to give and record your presentation (adding narrations to PowerPoint and local recording in Zoom) and deliver it to students (uploading video to MediaSpace and adding video content to D2L). We recommend you schedule online sessions during a time your course already occupies. Videos may be recorded via Zoom and then streamed to students via MSU MediaSpace and D2L.
Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. This will allow you to give and record your presentation (adding narrations to PowerPoint and local recording in Zoom) and deliver it to students (uploading video to MediaSpace and adding video content to D2L). We recommend you schedule online sessions during a time your course already occupies. Videos may be recorded via Zoom and then streamed to students via MSU MediaSpace and D2L.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Code of Teaching Responsibility
Updated text accessible any time via the Registrar's Office. Also, visit the HR Faculty Handbook for more policy information. posted 08/19/2021Satisfaction of teaching responsibilities by instructional staff members (herein referred to as instructors) is essential to the successful functioning of a university. This University conceives these responsibilities to be so important that performance by instructors in meeting the provisions of this Code shall be taken into consideration in determining salary increases, tenure, and promotion.
Course content: Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi: Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a) instructional objectives;(b) instructor contact information and office hours;(c) grading criteria and methods used to determine final course grades;(d) date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e) attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f) required and recommended course materials to be purchased, including textbooks and supplies; and(g) any required proctoring arrangements to which students must adhere.
Student Assessment and Final Grades: Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments. Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents: Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience. Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them. All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects: Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience. Term papers and other comparable projects are the property of students who prepare them. Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work. Instructors have a right to retain a copy of student course work for their own files.
Class Meetings: Instructors shall be responsible for meeting their classes regularly and at scheduled times. To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of the Code of Teaching Responsibility to Student Assistants: Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students: Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences. Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours. Each teaching unit shall determine the minimum number of office hours for instructors in that unit. Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods. In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials: The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor. Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.
Hearing Procedures
Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.
Photo by NeONBRAND on Unsplash
Course content: Instructors shall be responsible for ensuring that the content of the courses they teach is consistent with the course descriptions approved by the University Committee on Curriculum and the University Council. Instructors shall direct class activities toward the fulfillment of course objectives and shall evaluate student performance in a manner consistent with these objectives.
Course syllabi: Instructors shall be responsible for distributing a course syllabus (either in print or electronic form) at the beginning of the semester. The syllabus shall minimally include:(a) instructional objectives;(b) instructor contact information and office hours;(c) grading criteria and methods used to determine final course grades;(d) date of the final examination and tentative dates of required assignments, quizzes, and tests, if applicable;(e) attendance policy, if different from the University attendance policy and especially when that attendance policy affects student grades;(f) required and recommended course materials to be purchased, including textbooks and supplies; and(g) any required proctoring arrangements to which students must adhere.
Student Assessment and Final Grades: Instructors shall be responsible for informing students, in a timely manner so as to enhance learning, of the grading criteria and methods used to determine grades on individual assignments. Instructors shall be responsible for assessing a student’s performance based on announced criteria and on standards of academic achievement. Instructors shall submit final course grades in accordance with University deadlines. Assessment methods should be appropriate to the learning objectives of the course. In that context, instructors are expected to take reasonable steps to create an assessment environment that promotes academic integrity. When proctoring or other security measures are necessary to ensure integrity of assessments, then such measures should be administered in a manner consistent with the design and delivery of the course.
Testing Documents: Instructors shall be responsible for returning to student's answers to quizzes, tests, and examinations with such promptness to enhance the learning experience. Instructors shall retain final examination answers for at least one semester to allow students to review or to retrieve them. All testing questions (whether on quizzes, tests, or mid-semester or final examinations) are an integral part of course materials, and the decision whether to allow students to retain them is left to the discretion of the instructor.
Term Papers and Comparable Projects: Instructors shall be responsible for returning to student's term papers and other comparable projects with sufficient promptness to enhance the learning experience. Term papers and other comparable projects are the property of students who prepare them. Instructors shall retain such unclaimed course work for at least one semester to allow students to retrieve such work. Instructors have a right to retain a copy of student course work for their own files.
Class Meetings: Instructors shall be responsible for meeting their classes regularly and at scheduled times. To allow units to take appropriate action, instructors shall notify their units if they are to be absent and have not made suitable arrangements regarding their classes.
Applicability of the Code of Teaching Responsibility to Student Assistants: Instructors of courses in which assistants are authorized to perform teaching, grading, or other instructional functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.
Instructor Accessibility to Students: Instructors shall be responsible for being accessible to students outside of class time and therefore shall schedule and keep office hours for student conferences. Office hours should be scheduled at times convenient to both students and instructors with the additional option of mutually convenient prearranged appointments for students whose schedules conflict with announced office hours. Each teaching unit shall determine the minimum number of office hours for instructors in that unit. Instructors who serve as academic advisors also shall be responsible for maintaining appropriate office hours before and during enrollment periods. In addition to office hours, instructor accessibility through e-mail and other means is encouraged.
Commercialization of Course Notes and Materials: The University prohibits students from commercializing their notes of lectures and University-provided class materials without the written consent of the instructor. Instructors may allow commercialization by including permission in the course syllabus or other written statement distributed to all students in the class.
Hearing Procedures
Students may register complaints regarding an instructor's failure to comply with the provisions of the Code of Teaching Responsibility directly with that instructor.
Students may also take complaints directly to teaching units' chief administrators or their designates. If those persons are unable to resolve matters to the student's satisfaction, undergraduate students may request a formal grievance hearing before the University Academic Grievance Hearing Board (see SRR Article 7. III). Unsatisfied graduate students may request a formal grievance hearing before their department hearing board (see GSRR Article 5). Before doing this, all students are encouraged to meet with the University Ombudsperson.
Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.
Photo by NeONBRAND on Unsplash
Posted by: Makena Neal
Navigating Context
Posted on: #iteachmsu
Peer Observation of Teaching?
According to Brickman, Gormally, and Marchand Martella (2017), student evaluations at the end of each semester along with peer evaluations are the two sources through which faculty can receive feedback. That being said, faculty largely reported being dissatisfied with the information they received from student feedback. Specifically because student evaluations, “do not provide constructive information; have poor response rates; design do not align with instructors’ objectives; the evaluations only measure student satisfaction; and the process is not set up to truly engage students to attain useful and insightful feedback” (Brickman, Gormally & Marchand Martella, 2017, p4).These three authors advocate for structured, intentional, peer observations as one answer to the gap in feedback faced by faculty. “When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations.”
So what is peer observation?
Peer observation “involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching” (Sullivan et al. 2012). Basically, when educators observe each others’ practice with the goal of learning with and from one another. Benefits of peer observation for the practicing educator also include: sharing best practices, building awareness of your own teaching practice, identifying areas to improve or try something new, enhancing student learning by connecting the dots between learning design and student feedback, and engaging in a community of educators within your setting.
Effective peer observation includes both feedback and reflection, and focuses on individual educators’ needs (Sullivan et al., 2012). Participating in peer observation provides opportunities to both get and give feedback. Benefits of peer observation for the observer include: seeing practice to emulate, gain student perspective, connect with and support colleagues within and beyond your unit, learn about different teaching technologies, and set aside time to reflect on teaching. All educators have strengths and opportunities for growth, peer observation can help you identify both! Seeking out peer feedback, and providing feedback through observations can contribute to the ongoing construction of a professional community of educators at Michigan State!
The study conducted by Sullivan et al. (2012) found the practice of peer observation of teaching to be a constructive way to improve courses and learning design, to support and encourage educators, and to reinforce good practice. All that said, participating in peer observation is highly encouraged as a part of your educator practice at MSU. And remember: “It is very important to note that peer observations are NOT evaluative and are NOT tied to your annual review process (regardless of role). They are a training and development tool to facilitate reflection and personal growth regarding teaching” (Baker, 2021). Peer observation of teaching is essentially confidential between you and your observer/the observed. It’s up to the observed educator if they want to share their takeaways and/or action plans with their administrators.
Thanks to colleagues at The University of Queensland Institute for Teaching and Learning Innovation, Leeds Metropolitan University, Cambridge Assessment International Education Teaching and Learning Team, University of Toronto Center for Teaching Support & Innovation, University of Texas at Austin Faculty Innovation Center, University of South Carolina Center for Teaching Excellence, and the Northeastern Center for Advancing Teaching and Learning Through Research.
ADDITIONAL SOURCES:Brickman, P., Gormally, C. & Marchand Martella, A. (2016) Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching, CBE—Life Sciences Education, 15,4.https://doi.org/10.1187/cbe.15-12-0249Sullivan, P.B., Buckle, A., Nicky, G. & Atkinson, S.H. (2012) Peer observation of teaching as a faculty development tool. BMC Medical Education, 12, 26. https://doi.org/10.1186/1472-6920-12-26 Baker, A. (2021) Peer Observations, #iteachmsu Commons. https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2106 Race, P. et al. (2009) Using peer observation to enhance teaching. Leeds Met Press. ISBN 978-0-9560099-7-5 Photo by Sincerely Media on Unsplash
So what is peer observation?
Peer observation “involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching” (Sullivan et al. 2012). Basically, when educators observe each others’ practice with the goal of learning with and from one another. Benefits of peer observation for the practicing educator also include: sharing best practices, building awareness of your own teaching practice, identifying areas to improve or try something new, enhancing student learning by connecting the dots between learning design and student feedback, and engaging in a community of educators within your setting.
Effective peer observation includes both feedback and reflection, and focuses on individual educators’ needs (Sullivan et al., 2012). Participating in peer observation provides opportunities to both get and give feedback. Benefits of peer observation for the observer include: seeing practice to emulate, gain student perspective, connect with and support colleagues within and beyond your unit, learn about different teaching technologies, and set aside time to reflect on teaching. All educators have strengths and opportunities for growth, peer observation can help you identify both! Seeking out peer feedback, and providing feedback through observations can contribute to the ongoing construction of a professional community of educators at Michigan State!
The study conducted by Sullivan et al. (2012) found the practice of peer observation of teaching to be a constructive way to improve courses and learning design, to support and encourage educators, and to reinforce good practice. All that said, participating in peer observation is highly encouraged as a part of your educator practice at MSU. And remember: “It is very important to note that peer observations are NOT evaluative and are NOT tied to your annual review process (regardless of role). They are a training and development tool to facilitate reflection and personal growth regarding teaching” (Baker, 2021). Peer observation of teaching is essentially confidential between you and your observer/the observed. It’s up to the observed educator if they want to share their takeaways and/or action plans with their administrators.
Thanks to colleagues at The University of Queensland Institute for Teaching and Learning Innovation, Leeds Metropolitan University, Cambridge Assessment International Education Teaching and Learning Team, University of Toronto Center for Teaching Support & Innovation, University of Texas at Austin Faculty Innovation Center, University of South Carolina Center for Teaching Excellence, and the Northeastern Center for Advancing Teaching and Learning Through Research.
ADDITIONAL SOURCES:Brickman, P., Gormally, C. & Marchand Martella, A. (2016) Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching, CBE—Life Sciences Education, 15,4.https://doi.org/10.1187/cbe.15-12-0249Sullivan, P.B., Buckle, A., Nicky, G. & Atkinson, S.H. (2012) Peer observation of teaching as a faculty development tool. BMC Medical Education, 12, 26. https://doi.org/10.1186/1472-6920-12-26 Baker, A. (2021) Peer Observations, #iteachmsu Commons. https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2106 Race, P. et al. (2009) Using peer observation to enhance teaching. Leeds Met Press. ISBN 978-0-9560099-7-5 Photo by Sincerely Media on Unsplash
Authored by: Makena Neal
Assessing Learning
Host: CTLI
Preparing Educators to Teach and Lead K-12 Schools in the Time of Generative AI
The College of Education Fall 2023 Seminar Series “Teaching & Learning with Generative AI” is presented by CREATE for STEM and the Office of Academic & Student Affairs:
Preparing Educators to Teach and Lead K-12 Schools in the Time of Generative AI
Dec. 11, 2023, at 10 a.m. EST
Presented by Dr. Chris Kaiser & Dr. Lara Dixon, MSU
Join event via Zoom (Zoom link forthcoming)
Navigating Context
Host: CTLI
Writing Your Teaching Philosophy Statement: Who are you as an Educator?
Many academic positions require a teaching philosophy statement as one of the application materials to learn about a candidate’s teaching beliefs, values, and use of evidence-based teaching and assessment practices for effective instruction. In this workshop you will learn how to document your teaching and/or teaching professional development experiences to start crafting your teaching philosophy statement with the help of a rubric. At the end of this session, you will have a working draft of your teaching statement, which will encourage you to continue your efforts toward intentional and effective teaching and instruction.
* This is part two (2) of our 3-part workshop series. The last in the series is on Diversity Statements and will be held on November 21 from 3:00-4:30pm.
Presenter(s)/Facilitator(s):
Dr. Stefanie Baier is the Director of Instructional Development for Graduate Students and Postdocs at the Graduate School at Michigan State University. In her role she is in charge of the curriculum for Graduate Teaching Assistant (GTA) preparation, manages teaching professional development of graduate students and postdoctoral scholars, and (co-)facilitates workshops on various topics including Teaching Philosophy Statement and DEI Statement workshops.
Please register for this event and add the details to your calendar. The Graduate School will send a reminder with Zoom connection information a few days before the session. Additionally, slides and any other related materials after the session will be distributed to all registered participants after the fact.
Navigating Context
EXPIRED